Beruflich Dokumente
Kultur Dokumente
Describe and analyze music and musical sound. Demonstrate fundamental skills
appropriate for a developing young musician
Demonstrate musical artistry by singing or playing an instrument, alone and in groups,
performing a variety of unison, homophonic, and polyphonic repertoire. Make music at an
appropriate level of difficulty and perform in a variety of genres from notation and by memory.
Understandings: Students will understand that...
Adopting preventative habits reduces the likelihood of injury and damage during music-
making.
Proper development of fundamental skills are crucial to a quality performance.
To express their musical ideas, musicians analyze, evaluate, and refine their performance
over time through openness to new ideas, persistence, and the application of appropriate
criteria.
Essential Questions: Students will keep considering...
Why is proper technique important?
Can a musician be successful with bad technique?
How do musicians improve the quality of their performance?
Why is it important to be able to read music independently without help?
Why is rhythmic counting important to musical performance?
Acquisition
Knowledge: Students will know...
Names of the open strings
Musical alphabet
Notes on the lines and spaces
Elements of a measure
Clef
Time Signature
Measure
Beat
Bar Line
Double Bar
Skills: Students will be able to...
The director leads an informal group discussion and inquiry question and answer on
music notation.
The director checks individual students' ability to match pitch in aural skills.
Other Evidence:
Director-made rhythm worksheets where students write in the counts or notate
rhythms.
Students take dictations starting with open strings.
Preparation:
Music Literacy:
Introduction to Music Notation
Preparation:
The director will develop a lesson on how to introduce musical notation
and counting to the class.
Sequence of Activities:
Students can be introduced to musical notation through examples in
their method book, flip-charts, or any other teacher created materials. The
teacher should discuss the following music symbols:
Clef
Time Signature
Measure
Beat
Bar Line
Double Bar
Staff (line notes and space notes)
Musical Alphabet
Note and Rest Values
Quarter
Half
Whole
Students will practice identifying musical notation through teacher
questioning and reading musical examples.
Students could also practice rhythms by writing rhythm trees to better
understand the fractional relationship between notes/rests. The teacher could
write notes and rest patterns on the board for the students to identify.
Ensemble Skills:
Performing open strings by rote
Preparation:
The director should have open string musical examples planned for
student practice. These examples could be in the student method book or
consist of items created by the director.
Sequence of Activities:
Recite the names of the open strings. Students should understand that
all of the string instruments have G-D-A strings. The cellos/violas have a C
string and the violins/basses have and E string.
Sing or play simple 4 beat patterns with subdivsions; Students echo
patterns by singing and playing pizzicato or arco with the subdivisions. This
will allow students to start internalizing pulse and not rush the pizzicato.
Examples:
D(te)D(te)D(te)D(te)
A(te)A(te)A(te)A(te)
D(te)D(te)A(te)A(te)
A(te)A(te)D(te)D(te)
D(te)A(te)D(te)A(te)
A(te)D(te)A(te)D(te)
D(te)A(te)A(te)D(te)
etc.
Students can be directed to count and say note names out loud.
Students could demonstrate the rise and fall of pitch with hand signs.
Let open string echoes become a part of the daily warm up routine.
Students should be heard individually or in small groups for
assessment.
____________________________________________________________________________________________________________
-- Maria Wilson-Portuondo
4. Focus on Student-Centered Instruction
Promote student engagement
Share responsibility of instruction
Create inquiry based/discovery oriented curriculum
Encourage a community of learners
"In our multicultural society, culturally responsive teaching reflects democracy at its highest
level. [It] means doing whatever it takes to ensure that every child is achieving and ever moving
toward realizing her or his potential."
--Joyce Taylor-Gibson
5. Use Culturally Mediated Instruction
Research students' experiences with learning and teaching styles
Devise and implement different ways for students to be successful in achieving
developmental milestones
Create an environment that encourages and embraces culture
"Ongoing multicultural activities within the classroom setting engender a natural awareness of
cultural history, values and contributions."
-- Kathleen Serverian-Wilmeth
6. Reshape Curriculum
Use resources other than textbooks for study
Develop learning activities that are more reflective of students' backgrounds
Develop integrated units around universal themes
The curriculum should be integrated, interdisciplinary, meaningful, and student-centered. It should
include issues and topics related to the students' background and culture.
7. Teacher as a Facilitator
Learn about students' cultures
Vary teaching approaches to accommodate diverse learning styles and language
proficiency
Utilize various resources in the students' communities
Teachers should develop a learning environment that is relevant to and reflective of their students'
social, cultural, and linguistic experiences. They act as guides, mediators, consultants, instructors,
and advocates for the students, helping to effectively connect their culturally- and community-based
knowledge to the classroom learning experiences.